Differential Achievement Flashcards
Global Disparities - Social Class
-The Education Monitoring Report
found that 95% of 3-7 year olds were enrolled in pre-primary or primary school in Belarus compared to just 20% in Ethiopia, showing a disparity between developed and developing countries.
Global Disparities - Social Class
- Filmer
poverty is the most significant factor holding students back although ethnicity, gender and locality are factors which also influence educational opportunities. In Somalia the national average of students never attending school is 53% but amongst the “poorest children” in Somalia 89% have never attended school.
Global Disparities - Gender
United Nations
surveys of 61 developing countries show girls in the poorest households are excluded from education. In sub-Saharan Africa just 23% of girls complete primary education. In Yemen 92% of the poorest girls do not complete primary education in comparison to 47% of boys. In the democratic republic of Congo, 44% of girls have never been to school compared to 17%.
Global Disparities - Gender
North
studied education in Afghanistan. There are 3.16 girls in education in comparison to 5.16 million boys. 4.2 million children get no education in Afghanistan and 60% of them are girls.
Global Disparities - Gender
UNESCO
reasons for poorer countries having restricted opportunities for girls are constraints within families as girls are expected to take their roles within the domestic sphere, constraints within society as there are pressures of early marriages for girls and the threat of beliefs may discourage donation for gilrs
UK Pattern and Trends - Social Class
1.
children from middle class families on average perform better than working class children. The class gap grows wider as children get older. Middle class children do better at GCSEs, stay longer in full time education and take most university places. For children on FSM only 53.5% make expected progress to KS2 and are disproportionately likely to be in care or have SEN and are more likely to be unable to read when they reach school. They were also less likely to be placed in lower sets.
UK Patterns and Trends - Social Class
2. Department for Education 2019
less than 2.6% of grammar school pupils are FSM, compared to 13.4% in other schools. Less than 33% FSM will achieve 5 or more grade 4+ compared to 75% of better off students, less than 25% FSM will attend university, compared to 43% of the general population
UK Patterns and Trends
2. Attainment 8
measures a student’s average grade across 8 subjects based on anything above a grade 5 : FSM 34.45%, those not eligible for FSM 48.3%
UK Patterns and Trends - Gender
1. Starting School
2013 Teacher assessments showed that girls were out performing boys in literacy, language and maths. Key stage 1-3: girls continue to do better than boys especially in English, key stage 4; the average gap KS4 stands about 10 points but the gap is increasing. KS5: the gap at A level is much narrower than at GCSE but girls still outperform boys even in the so called ‘boys subjects’ such as maths and science
UK Patterns and Trends
2. Vocational Education
although boys are more likely to take a vocational qualification than girls, girls are still more likely to receive a distinction.
UK Patterns and Trends
3.
In 2019, 71.9% of female students achieved a C/4 grade or higher in comparison to 62.9% of male students who achieved a C/4 grade or higher in the UK. Females continue to outperform males at both 7/A boundary (21.1% vs 17.6%) and the 4/C boundary although the gap has narrowed at the 4/C boundary since last year. It continues to widen but the gap begins to narrow in the sciences and maths
UK Patterns and Trends
1. DfES (2007)
only 24% of white male pupils who were on FSM gained 5 A*C grades. White and Asian pupils on average achieve higher than black pupils
UK Patterns and Trends
2. Hastings
White pupils male less progress between the ages of 11-16 years old compared to black or Asian pupils. If current trends continue then white pupils will become the lowest performing ethnic group in the UK. Within every ethnic group middle class pupils do better than working class pupils
UK Patterns and Trends
3. Attainment 8
measures a student’s average grade across 8 subjects based on anything above a grade 5- white British 46.1%, black Caribbean 39.6%
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTOR
Labelling/Interactionist approaches/Structural
-Becker
interviewed 60 Chicago high school teachers and found that teachers see middle class pupils as closest to the ideal pupil in terms of performance, conduct, appearance and attitude. Working class students were far from this ideal. The labels applied by teachers to pupils shape the nature and quality of the interaction between pupil and teacher. Creates a self-fulfilling prophecy and therefore working class students may be labelled as non-achievers or deviant which may then lead to their lack of achievement.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTOR
Labelling/Interactionist approaches/Structural
- Rosenthal and Jacobson
pygmalion effect: an experiment to demonstrate whether or not self fulfilling prophecy would occur. They created a fake text for students to show which pupils were ‘spurters’ (those who were gifted and would naturally progress quicker than other members of the class) l. Once the test was complete, they picked 20% at random that they labelled as the ‘sputters’ and told the teachers. Crucially the teachers were unaware that this was made up. The results showed that 47% of those identified made major progress. Teachers would spend more time with those students they would offer more help and give more feedback and verbally have higher expectations. This demonstrates teachers’ reactions to those who were labelled as likely to achieve a positive self fulfilling prophecy.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTOR
Labelling/Interactionist approaches/Structural
-Keddie
researched streaming where students are grouped based on ability. They found that teacher expectations were less for those in the bottom streams, undermining the quality of teaching. It had a profound effect upon teacher attitude and practice. A streamers were trusted to work with the minimum of supervision and to make a contribution to class discussion. C streamers were in need of constant social control and rarely left on their own. Many studies also make the link between streaming and the development of anti-school subcultures. These students were found to live down to labels and also did not receive the best teaching practices due to teacher attitudes and effort.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTOR
Labelling/Interactionist approaches/Structural
-Hargreaves
compared 2 streams of boys and found that selection of streams was closely related to behaviour. The more the top streaks were rewarded for behaviour they more they conformed to this and achieved well. The lower stream boys felt unable to achieve high subcultures which promoted anti-school and anti-attainment attitudes. Processes that occurred between the labelling of teachers about students were speculation, working hypothesis where teachers develop theories about the type of the type of student based on observing the student. Stabilisation where the teacher feels they know the student and interpret everything about them based on their judgements and interactions.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTORS
Pupil Subcultures
Structural
-Hargreaves
compared 2 streams of boys and found that selection of streams was closely related to behaviour. The more the top streaks were rewarded for behaviour they more they conformed to this and achieved well. The lower stream boys felt unable to achieve high subcultures which promoted anti-school and anti-attainment attitudes. Processes that occurred between the labelling of teachers about students were speculation, working hypotheses where teachers develop theories about the type of the type of student based on observing the student. Stabilisation where the teacher feels they know the student and interpret everything about them based on their judgements and interactions.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTORS
Pupil Subcultures
Structural
-Mac an Ghail
macho lads: perform physical, manual labour work which became a way to shape their working class identity but de-industrialisation led them macho lads to face a crisis of masculinity as the job market changed to suit the lifestyles of women and the working class boys did not have the academic qualifications needed in order to move into new working class job roles.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
INSIDE FACTORS
Pupil Subcultures
Structural
-Willis
12 working class lads had little interest in academic work and proffered to amuse themselves through deviant behaviour as. They saw manual work as superior to mental work.. they were influenced by their home background which led to anti-school subcultures and and also the counter—school subculture as they replicated the behaviour learnt from school to entertain themselves in typically boring jobs.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Theoretical/Biological
-Eysenck
IQ is largely inherited - 60-80% of intelligence is genetically based. What children take out of school is proportional to what they bring into school in terms of IQ. class differences in intelligence largely account for class differences in educational attainment
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Theoretical/Biological
-Hernstein and Jensen (New Right)
between 60-80% if intelligence is genetically based. Class differences in intelligence is largely account for class differences in educational attainment.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Material (Money) - Structural
-Smith and Noble
Financial barriers to learning’ due to parents’ low income. Parents are unable to afford school uniforms, transport, textbooks, etc and are less likely to have a computer/desk/homework area. Pupils are more likely to work part time or care for younger siblings if parents do shift work.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Material (Money) - Structural
- Raey et al
economic capital is needed to gain cultural capital meaning that some students miss out on this which has negative impact on their educational attainment. Working class students are more likely to have part time jobs and therefore more likely to work long hours reducing their chances of attaining higher grades in education. Over 25% of private school students have extra tuition compared to only 10% of state school students therefore highlighting the importance of social class on a child’s achievement.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Material (Money) - Structural
- Callendar and Jackson
‘Fear of Debt’ found that those afraid of debt were 4x less likely to apply for university. They state that this fear was treated among the poor. Increase in tutoring fees for example in 2012 to £9000 per year increased the debt which deterred working class students even further. According to UCAS in 2012 the number of uni applicants fell by 8.6% compared to the previous year.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Material (Money) - Structural
- Wilkinson
children from poorer homes are more likely to have emotional or behavioural problems. Looked at 10 year olds and found that the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders, all these facts can have a negative impact on the child’s education.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Material (Money) - Structural
- Howard
noted young people from poorer home have lower intakes of energy, vitamins and minerals, which can lead to a weaker immune systems and therefore more time off school.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Home and Parental Interest
-Douglas
(longitudinal study: ‘the home and school’) factors affect attainment such as the students health, size of family, the school etc. he argued that the most significant factor was the degree of parent’s interest in their education. M/c parents were more likely to encourage attainment and progression - he judged this based on the indicator of more frequent visits to school to discuss their child’s progress.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Home and Parental Interest
-Feinstein
parents own education is an important factor in determining children’s achievement. M/c parents tend to be better educated, they can give their children an advantage by how they socialise them. Parenting style: discipline and high expectations.less educated parents = harsh, inconsistent discipline and emphasises ‘doing as you are told.’ = prevents the child from learning independence and self control which leads to poorer motivation at school and issues interacting with teachers. Parents’ educational behaviours = educated parents are more aware of what is needed to assist their children’s educational progress and are better at getting device on childbearing, more successful at establishing relationships with teachers and cognise the educational value of activities such as museums and libraries. use of income: better educated parents = higher income which can be spent on resources which w/c families cannot do.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Language and Speech
-Bernstein
restricted code: used in informal situations and lacks in-depth descriptions. dialogue is unplanned and is generally associated. with the working class. elaborated code = used in formal, educated situations which allows people to be creative in their expressions and descriptions. it is characterised by using a range of adjectives and pronouns and leads to a wider description of the topic being discussed. Generally associated with middle class students.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Working Class Culture
-Sugarman
fatalism: see their futures of manual labour work and lack of academic success as ‘mapped out’ they accepted their situation and did not attempt to change it.. immediate gratification: leave education with the aim of going into work for financial reasons and would rather have the money now than work hard towards degrees. present time orientation: too focused. and distracted by getting involved in what is happening at the time rather than focusing attentions towards work and progressing/developing in. order to improve their. Future prospects. Collectivism: peer group cultures lead. students to get involved in anti-school subcultures. Rather than. focusing on themselves and their futures.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Working Class Culture
-Willis
12 working. Class lads. who had little. Interest in academic work and proffered to amuse themselves through deviant behaviour as. They saw manual work as superior to. Mental work.. they were influenced by their home background which led to anti-school subcultures and and also the counter—school subculture as they replicated the behaviour learnt from school to entertain themselves in typically boring jobs.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Working Class Culture
Mac an Ghail
macho lads: perform physical, manual labour work which became a way to shape their working class identity but de-industrialisation led them macho lads to face a crisis of masculinity as the job market changed to suit the lifestyles of women and the working class boys did not have the academic qualifications needed in order to move into new working class job roles.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Cultural Capital (Marxist Explanations)
-Bourdieu
education system is based in favour of the culture of the dominant social classes (m/c and u/c), devaluing the norms, values and knowledge of the working class. M/c have more cultural capital which benefits them in the education system. Working class cultural attributes are rejected because the education system is defined by and for the middle classes who in turn succeed by default rather than greater ability.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Cultural Capital (Marxist Explanations)
-Gerwitz
competition between schools benefits the middle class who can get their children into more desirable schools. The differences in economic and cultural capital lead to class differences in how far parents can exercise choice of secondary school. M/c parents should have more economic capital meaning that they can move house into areas with better schools.
EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT
OUTSIDE FACTORS
Cultural
Cultural Capital (Marxist Explanations)
- Althusser
Education is impacted by the infrastructure to benefit the bourgeoisie by passing on ruling class ideologies and passing on necessary skills to relate a workforce. Ideological state apparatus - education is used by the ruling class to pass on ideologies and ensure the working class are kept in a subordinate position. The education system is manipulated and designed to ensure that student are trained to be unquestioning, subordinate, hard working and conformist
INSIDE FACTORS
Labelling and institutional racism
Structural
Gillborn and Youdell
education system is
institutionally racist. Teachers
racist assumptions led them
to believe that black make
students would cause trouble
and that teachers would see the behaviour of these
students as challenging.
Teachers would confront this
behaviour and this would
build resentment and escalate
problems. When they carried
out their study
disproportionate amounts of
black students are not
entered into high tiers- lower
achievement
INSIDE FACTORS
Labelling and institutional racism
Structural
Jasper
agrees with gilborn.
schools are institutionally
racist and leads to the
self-fulfilling prophecy of
black male students as they
live down to negative labels
given by teachers. The
curriculum needs to be
adapted to make it more
relevant
INSIDE FACTORS
Labelling and institutional racism
Structural
Crozier
Pakistani pupils
keep to themselves because in
their own words they are
often made to feel excluded
and different at school.
Pakistani and Bangladeshi
pupils had their schooling;
careers advisors at school
believed south Asian girls
were bound by tradition and it
was a waste of time advising
them; not feeling assemblies were relevant.
INSIDE FACTORS
Labelling and institutional racism
Structural
Wright
researched 4 inner
city primary schools and
found teachers seeing
African-Caribbean children as
aggressive and disobedient.
Singled out for punishment
and felt unfairly treated.
Negative relationships
between teacher and pupil.
She also found young Asian
children to be seen as
problematic, but were often
ignored. Assumed their
English wouldn’t be good
enough for classroom
interaction.
INSIDE FACTORS
Labelling and institutional racism
Structural
Archer
dominant view of
teachers does not identify
ethnic minority identities with
the ideal pupil. Dominant view
made up of three aspects of
identity. Ideal pupil identity =
white, middle class, masculine
heterosexual., pathologised
pupil identity - Asian, poor,
feminine, homo or asexual
succeeds due to hard work.
Demonised pupil identity-
black or white working class,
hyper-sexualised :
unintelligent and does not
succeed.
INSIDE FACTORS
Labelling and institutional racism
Structural
Mac an Ghail
carried out
two ethnographic studies the
first one the relations
between white teachers and
two groups of male students
with ant school values the
Asian warriors and the African
African Caribbean rasta
heads. MAC an ghail identified
that for the Rasta heads,
racism and not the attitudes
of the boys themselves was
the cause of the
underachievement, they
gained an in-depth insight into
the way in which blacks
systematically experienced
education in a different way
to white peoples due to
institutional racism and
ethnocentric curriculum.
INSIDE FACTORS
Education system
Structural
Abbott
statistics mark the
fact that black boys face high
exclusion rates in school.
Children are educated in
schools not at home meaning
that culture and external
factors cannot be blamed for the underachievement of
black males. Curriculum does
not do enough to be inclusive.
INSIDE FACTORS
Education system
Structural
Coard
school curriculum is
ethnocentric meaning the
curriculum is based around
one particular cultural view
point (white British) while
ignoring others. White history
and literature come to
dominate the curriculum and
teachers were found to be
dismissive of non-standard
English as a way of speaking.
Hidden and overt messages
are transferred to students.
INSIDE FACTORS
Subcultures
Sewell 1
many
teachers had racial
stereotyping. Black
Afro-Caribbean boys made up
32% of population but
compromised of 85% of
exclusions. Teachers were divided into 3 groups,
supportive groups 10% of
staff, irritated teachers 60% of
staff, more discipline,
antagonistic teachers 30% of
staff, racist or object to
African = led to strained
teacher-pupil relationship.
Boys formed subcultures:
rebels= visible and influential
but minority. Often expelled,
rejected both school’s goals
and rules. Formed
subcultures, see themselves
as superior and black macho
lads with sexual virility. Saw
down on white boys and
conformist black boys.
INSIDE FACTORS
Subcultures
Sewell 2
black
Caribbean boys lack positive
role models due to being from
matriarchal backgrounds as a
result of their upbringing and
matriarchal backgrounds they
are generally financially
deprived. He suggest that boys
turn to role models in
wrap/youth culture which
pass on the idea of getting
rich quick through illegitimate
means rather than through
hard work. these boys then
vulnerable to peer pressure
and become joined into hyper
masculine ant school
subcultures.
INSIDE FACTORS
Subcultures
Mac an Ghail
carried out
two ethnographic studies the
first one the relations
between white teachers and
two groups of male students
with ant school values the
Asian warriors and the African
African Caribbean rasta
heads. MAC an ghail identified
that for the Rasta heads,
racism and not the attitudes
of the boys themselves was
the cause of the
underachievement, they
gained an in-depth insight into
the way in which blacks
systematically experienced
education in a different way
to white peoples due to
institutional racism and
ethnocentric curriculum.
OUTSIDE FACTORS
Biological/Intelligence
Hernstein and Jensen
between 60-80% if
intelligence is genetically
based. Class differences in
intelligence is largely account
for class differences in
educational attainment.
OUTSIDE FACTORS
Biological/Intelligence
Eysenck
IQ is largely
inherited - 60-80% of
intelligence is genetically
based. What children take out
of school is proportional to
what they bring into school in
terms of IQ. class differences
in intelligence largely account
for class differences in
educational attainment
OUTSIDE FACTORS
Material (Money)
Structural
Swann Report
social class
differences account for a high
proportion of differenced in
achievement between ethnic
groups. According to Flaherty,
Pakistanis and Bangladeshis
are 3x more likely to be in the poorest ⅕ of the population.
Africans, Pakistanis and
Bangladeshis are 3x more
likely to be unemployed than
whites. 15% of minority
groups live in overcrowded
homes.
OUTSIDE FACTORS
Material (Money)
Structural
Smith and Noble
‘Financial
barriers to learning’ due to
parents’ low income. Parents
are unable to afford school
uniforms, transport,
textbooks, etc and are less
likely to have a
computer/desk/homework
area. Pupils are more likely to
work part time or care for
younger siblings if parents do
shift work.
OUTSIDE FACTORS
Material (Money)
Structural
Palmer
50% of BAME come
from low income families this
can impact life chances. Lack
economic capital to access
high-quality education. For
example can’t afford extra
tuition Internet access
devices.
OUTSIDE FACTORS
Cultural
Home and parental interest
Driver and Ballad
British-Indian families place a
greater value on their
children’s education. They push their children to have
high ambitions and to gain the
best possible grades. This is
reflected in the achievements
of Indian pupils who do better
than black and white groups
on average at gcse and this
may lead them into certain
types of careers.
OUTSIDE FACTORS
Cultural
Home and parental interest
Archer and Francis
cultural factors are
importance in explaining eh
success of British-Chinese
students. They identified thag
educstional success is part of
their identity. Boys engage in
laddish behaviour. They still
maintain a commitment to
school. They continually talk
to their children about their
future education and invest
time and money in supporting
their children even when they
have little money to spare.
Parents were happy to push
their children and were
critical of white British
parents who were seen as
allowing failure to develop.
Therefore Chinese students in
poverty do better than other
groups in poverty.
OUTSIDE FACTORS
Cultural
Home and parental interest
Bolognani
method return
where some ethnic groups are
attached their country origin and may one day return there.
This perception has increased
with the rise of Islamophobia
within schools both amongst
staff and students. They found
that students with family in
Pakistan are likely to take
longer holidays and religious
commitments result in extra
time out of school which leads
to gaps in learning. This leads
to 2 issues: students missing
course content but also
teachers potentially
presuming that they are not
fully focused on their
educational attainment.
OUTSIDE FACTORS
Cultural
Home and parental interest
Sewell 1
believes
black Caribbean boys lack
positive role models due to
being from matriarchal
backgrounds which as a result
of their upbringing and
matriarchal backgrounds they
are generally financially
deprived. He’s just the boys
who tend to be role models in
wrap/youth where the
message passed on a miss
culture is to get rich quick
rather than putting in hard
work. These boys are then
vulnerable to pressure and
become drawn into hyper
masculine anti-school
subcultures.
OUTSIDE FACTORS
Cultural
Home and parental interest
Sewell 2
black Caribbean boys lack
positive role models due to
being from matriarchal
backgrounds which as a result
of their upbringing and
matriarchal backgrounds they
are generally financially
deprived. He’s just the boys
who tend to be role models in
wrap/youth where the
message passed on a miss
culture is to get rich quick
rather than putting in hard
work. These boys are then
vulnerable to pressure and
become drawn into hyper
masculine anti-school
subcultures
OUTSIDE FACTORS
Cultural
Language and Speech
Modood
suggest that many
ethnic minority parents face
language barriers showing
that this can have a negative
impact on their children’s
educational attainment for
example they can’t support
their children with homework.
Three out of 5 Bangladeshi
women did not speak English,
half Pakistani women did not
speak English and 1/5 of
Pakistani and Bangladeshi
men did not speak English. As
a result, this impacts
educational attainment.
INSIDE FACTORS GIRLS
Attitudes to learning
Burns and Bracey
girls put more effort into homework and unlike
boys are prepared to draft and
redraft assignments. Girls appear to mature earlier than boys. In the past it was assumed that boys would
catch up in secondary school but this no longer seems to be the case.
It appears that girls work harder and are more motivated than boys.
OUTSIDE FACTORS GIRLS
Feminism, changing attitudes, and equal opportunities in the job market
Arnot
- claims there is a growing
number of female teachers and
women in management positions in secondary education and FE - This provides positive role models for women showing that being clever isn’t unattractive.
OUTSIDE FACTORS GIRLS
Feminism, changing attitudes, and equal opportunities in the job market
Sharpe
conducted
interviews to show how girls’
priorities have changed. In 1974 they
focused on “love marriage and mush
and and careers” more or less in that
order. By 1996 women were focusing
on job, career and being able to
support themselves. This made them
more confident, more assertive,
more ambitious and more
committed to gender equality. Being
career focused meant that they
worked harder in education to
ensure they could be successful.
Sharpe studies girls attitudes
towards educations work and
marriage which have changed in recent years. In the 1970s girls’
priorities were ‘love, marriage,
husbands and children.
’ By the 1990s, girls’ priorities had changed to
‘job, career and being able to
support themselves’ education was therefore seen as the main route to get a good job and financial independence.
OUTSIDE FACTORS GIRLS
Feminism, changing attitudes, and equal opportunities in the job market
Francis and Skelton
majority of pupils in both primary and secondary schools saw their future identity in terms of careers, rather than seeing employment as simply a stopgap before marriage. Girls especially in middle class families were under increasing pressure from parents to achieve exam success.
OUTSIDE FACTORS GIRLS
Feminism, changing attitudes, and equal opportunities in the job market
Beck
the theory of risk society. We
are moving into an era of late
modernity in which society is
characterised by greater risk and uncertainty. This can be seen in greater concern about the risks of divorce and relationship breakdown and also of the loss of jobs. People have become more individualised meaning that they are more concerned about their own personal needs and are more self-sufficient and self-reliant. This is particularly apparent in the attitudes of women. Young women are putting their financial independence first and are more wary of the risks associated with marriage and economic dependence on a husband.
OUTSIDE FACTORS GIRLS
Socialisation into gender roles
Burns and Bracey
girls put more effort into homework and unlike boys are prepared to draft and
redraft assignments. Girls appear to mature earlier than boys. In the past it was assumed that boys would catch up in secondary school but this no longer seems to be the case. It appears that girls work harder and are more motivated than boys.
OUTSIDE FACTORS GIRLS
Socialisation into gender roles
Oakley
outlined how socialisation
in modern industrial societies
shapes the behaviour of girls and boys from an early age. 4 ways = verbal appellations, manipulations, canalisation all lead girls to being more home - centred
OUTSIDE FACTORS GIRLS
Socialisation into gender roles
McRobbie and Garber
found that girls were more protected by parents and given less freedom than their brothers as a result they tended to spend more time at home and developed bedroom culture. This uncles spending time to chatting to friends but also meant they were more likely to study and help each other with homework
OUTSIDE FACTORS
Policy changes and reforms
Education Reform Act (1988)
introduction of coursework, the abolition of 11+ and introduction of the national curriculum meant for the first time boys and girls were entitled to have the same education. Introduction if more course work mean that girls ar more methodical and organised.
OUTSIDE FACTORS
Policy changes and reforms
GIST AND WISE
teacher training from the 1960: has changed and teachers believe it is inportant to develop girls in a way that would have been unthinkable a few years ago. Exam questions, textbooks and classroom language has changed to include and recognise girls so that girls now see education as an institution for them.
OUTSIDE FACTORS
Policy changes and reforms
EQUAL PAY ACT (1970) AND SEX DISCRIMINATION ACT (1974)
fought for by the workmen’s movement in the 1960s has led to a generation of women that have a higher expectation of equal rights to men in the workplace.
INSIDE FACTORS BOYS
Culture of Masculinity (inside) and outside (socialisation)
Willis
12 working class lads who had little Interest in academic work and proffered to amuse themselves through deviant behaviour as. They saw manual work as superior to. Mental work. They were influenced by their home background which led to anti-school subcultures and also the counter—school subculture as they replicated the behaviour learnt from school to entertain themselves in typically boring jobs.
INSIDE FACTORS BOYS
Culture of Masculinity (inside) and outside (socialisation)
Sewell
black Caribbean boys lack positive role models due to being from matriarchal backgrounds as a result of their upbringing and matriarchal backgrounds they are generally financially deprived. He suggest that boys turn to role models in wrap/youth culture which pass on the idea of getting rich quick through illegitimate means rather than through hard work. these boys then vulnerable to peer pressure and become joined into hyper masculine ant school subcultures
INSIDE FACTORS BOYS
Culture of Masculinity (inside) and outside (socialisation)
Frosh et al
boys attitudes to learning and found that they felt they risked being labelled as bag by their male peers if they work hard therefore leading them to acting masculine and anti-school. Boys assert their ‘normal’ masculinity through heterosexuality, meaning that because education is not seen as “masculine” they face homophbic taunts. As a result boys may underachieve win education in order to experience inclusion.
INSIDE FACTORS BOYS
Culture of Masculinity (inside) and outside (socialisation)
Jackson
boys are asserting laddish identities as a way of redeveloping their masculinity. These laddish identities are anti school and emphasis the idea that working hard is not masculine. Boys are also more confident about their abilities and may therefore think they do not need to work hard.
INSIDE FACTORS BOYS
Labelling (interactionist approach)
Epstein
poor boys discourse: where boys are seen as the victims. The way schools are run, the organisation of teaching and learning and the examination system all discriminate against boys. “Boys will be boys discourse” teachers claim boys have a natural inclination to be boys. They are naturally never but tend to be lazy and difficult to motivate, competitive, noisy.
INSIDE FACTORS BOYS
Labelling (interactionist approach)
Francis and Skelton
the “problem boys discourse” where boys are seen as the problem by teachers. They develop anti-learning behaviour and contribute to their own underachievement. At risk boys discourse where boys are it bad but vulnerable. They are socially excluded and disconnected from the wider society and confused with low esteem and take refuge in heretic masculinity and resort to bravado to boost their self esteem
OUTSIDE FACTORS BOYS
Changes to the job market
Mac an Ghail
carried out two ethnographic studies the first one the relations between white teachers and two groups of male students with ant school values the Asian warriors and the African African Caribbean rasta heads. MAC an ghail identified that for the Rasta heads, racism and not the attitudes of the boys themselves was the cause of the underachievement, they gained an in-depth insight into the way in which blacks systematically experienced education in a different way to white peoples due to institutional racism and ethnocentric curriculum.
